2017-18 SLCC Faculty Development Catalog by Salt Lake Community College

2017â&#x20AC;&#x201C;2018

Faculty Development Catalog

Faculty Development Catalog 2017–2018

Welcome Welcome to the 2017-2018 Faculty Development Catalog This catalog is the culmination of the Office of Faculty Development’s second attempt to effectively organize the many different development opportunities available to faculty across the College. As in last year’s catalog, we have distributed the various offerings across broader themes or tracks and we list the grant, award and recognition opportunities available to faculty, and the main faculty events (both within SLCC and the region). Based on feedback from faculty, we collaborated with the various offices and individuals who contribute to this catalog to explore fresh approaches to development. While some offerings remain the same, you will see new ideas in this catalog. We hope these new ideas will provide you with meaningful professional development this year. It is clear that the workshop approach to faculty development works adequately as an introduction to a topic but its lasting effect is severely limited. Further, events either serve as an entry into a process or celebrate the culmination of that process, but, ultimately, meaningful faculty development cannot be found in an event. Therefore, the 2017-2018 Faculty Development Catalog provides sequenced opportunities for in-depth development so that faculty can build toward meaningful goals. These opportunities—courses, designations and certifications—provide multiple types of sequenced development that will truly impact your teaching and professional goals. You will see, for instance, a designation in working with writing from students who are English Language Learners from Writing Across the College. The Universal Design coordinator continues to

offer a designation for those faculty who take a prescribed sequence of trainings. The Office of eLearning offers a certification opportunity in the Quality Matters rubric. Additionally, two college-wide opportunities this year are worth pointing out. First, the Transparency in Teaching project will begin with a visit on October 19 from Dr. Mary-Ann Winkelmes, director of Instructional Development and Research at UNLV. Transparent Teaching is an officially-designated project with the American Association of Colleges and Universities that has been shown to improve student retention and persistence among underrepresented students. Next, we are excited to announce the faculty development book for the year: The Spark of Learning: Energizing the Classroom with the Science of Emotion by Sarah Rose Cavanagh. Cavanagh helps us understand how we can harness the power of emotion to benefit student learning. Like last year’s book, James Lang’s Small Teaching, we encourage faculty to form Teaching Circles around The Spark of Learning. Dr. Cavanagh will visit SLCC on March 9 to conduct morning and afternoon workshops on energizing the classroom with the science of emotion. We hope you use this catalog as a tool to support your professional growth and that it provides you with the resources you need to plan your development for the academic year. The office of Faculty Development is always at your service to help you meet your professional development goals. Contact me, Jason Pickavance, or any member of Faculty Development staff to let us know how we can support you and your work at Salt Lake Community College. Have a great 2017-2018 year!

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Table of Contents Faculty Development and Educational Initiatives Staff

How to Register for Professional Development Opportunities

How to Use This Catalog

Teaching Circles

Faculty Development Books of the Year

Transparency in Learning and Teaching Project

Faculty Development and Training Opportunities

Scholarship of Teaching and Learning (SoTL)

Assessment 7 High-Impact Practices

ePortfolio 8 Service Learning

Equity, Diversity and Inclusivity

eLearning and Instructional Design

Writing Across the College

Library and Information Literacy

Universal Design

Center for Authentic Leadership and Mindfulness (CALM)

Presidentâ&#x20AC;&#x2122;s Leadership Institute

Department-Based Development Opportunities

Counseling Services

The Office of Sponsored Projects

Office of Information Technology (OIT)

Other Development and Training Providers

University of Utah Educational Leadership and Policy Certificates

Magna and Mentor Commons

Utah Education Network (UEN) Workshops

Grants, Awards and Recognitions

Grants 30 Awards and Recognitions

Events 33 SLCC Events

SLCC Speaker Series

Local Conference Opportunities

All information is current as of the publishing date of this catalog. Any updates can be found on our website faculty.slcc.edu/faculty-development 1

Faculty Development Catalog 2017–2018

Faculty Development and Educational Initiatives Staff Jason Pickavance, Director Jason Pickavance is the Director of Faculty Development and Educational Initiatives. jason.pickavance@slccc.edu

Jenn Balfour, Administrative Assistant Jenn Balfour supports Faculty Development in all of its activities and events. jenn.balfour@slcc.edu

Kristin Morley, Faculty Development Coordinator Kristin Morley supports the office in conceiving, planning and promoting development opportunities for faculty. kristin.morley@slcc.edu

Andrea Scott, Operations Associate Andrea Scott assists the department with educational initiatives, particularly the OER Initiative. andrea.scott@slcc.edu

How to Register for Professional Development Opportunities Many professional development opportunities require registration and, in the case of adjunct faculty, approval from the Associate Dean. To register for a faculty developmentsponsored event, workshop, or other opportunity: Log in to MySLCC. • Click on the Employee tab. • Scroll down and click on “Register for Training” in the Employee Training box on the right side of the screen. • Click on “Register for Training” on the top left of the screen. • In the dropdown menu, choose “Faculty Development” or the appropriate department offering the training. • Choose the course you are interested in registering for and click “Search”. • Click “View Details”. • Include any special accommodations and click “Register”. You are now registered for the training. You will also see a list of all trainings you are currently registered for on this page. If you have any questions about registering for Faculty Development offerings, please contact us at facultydevelopment@slcc.edu or call 801-957-5132.

How to Use This Catalog Faculty Development schedules various offerings from this catalog across the academic year. Some workshops (like those from eLearning and ePortfolio) will offer multiple iterations while others that have a potentially smaller audience will be offered less frequently. Before you get absorbed in the semester, plan your professional development and register now for workshops, courses and events. If you see something that you want to participate in, but the schedule doesn’t work for you, contact the Faculty Development director or talk with your administrator to build your own professional development plans (see “Note to Academic Administrators”). A note to academic administrators: The Office of Faculty Development works with academic departments and schools to offer more localized professional development. We partner with departments to build a professional development experience targeted to faculty needs. Use this catalog as a tool for building departmentspecific or school-specific professional development opportunities. Let the office of Faculty Development support your area in planning the content, coordinating sessions and building registration. A note about courses and designations In addition to offering individual workshops, providing grants and supporting projects, the office of Faculty Development is partnering with various areas of the College to provide more sequenced professional development opportunities. A course is a stand-alone experience authored by one area of the College. For instance, eLearning is offering some online courses this year. With a designation, a faculty member goes through a track and builds their own sequenced development experience. Both courses and designations culminate in a digital credential that faculty can include in their ePortfolio.

Teaching Circles Teaching Circles consist of a group of faculty within a department or across multiple disciplines who meet over the course of a semester or academic year to read, discuss and reflect upon a book about teaching and learning. Teaching circles are an excellent way for faculty to keep up on some of the latest scholarship on this topic. Popular books in previous years have included The Discussion Book: 50 Great Ways to Get People Talking, Make It Stick: The Science of Successful Learning, and What the Best College Teachers Do. The office of Faculty Development sponsors a number of Teaching Circles throughout the year. Faculty are encouraged to form a teaching circle and then choose either one of the two designated faculty development books for the year (The Spark of Learning or High-Impact ePortfolio Practice) or select a book of their choosing. Please contact facultydevelopment@slcc.edu with questions about how to form a Teaching Circle and/or for book ideas.

Faculty Development and Training Opportunities

FACULTY DEVELOPMENT BOOKS OF THE YEAR The Spark of Learning: Energizing the College Classroom with the Science of Emotion The Faculty Development book of the year will be The Spark of Learning: Energizing the College Classroom with the Science of Emotion by Sarah Rose Cavanagh. Dr. Cavanagh will visit Salt Lake Community College on March 8, 2018 to conduct workshops on energizing the classroom with the science of emotion. “Historically we have constructed our classrooms with the assumption that learning is a dry, staid affair best conducted in quiet tones and ruled by an unemotional consideration of facts. The field of education, however, is beginning to awaken to the potential power of emotions to fuel learning, informed by contributions from psychology and neuroscience. In friendly, readable prose, Sarah Rose Cavanagh argues that if you as an educator want to capture your students’ attention, harness their working memory, bolster their long-term retention and enhance their motivation, you should consider the emotional impact of your teaching style and course design. To make this argument, she brings to bear a wide range of evidence from the study of education, psychology and neuroscience and she provides practical examples of successful classroom activities from a variety of disciplines in secondary and higher education.” Sarah Rose Cavanagh is an associate professor of psychology at Assumption College, where she also serves as associate director of grants and research in the Center for Teaching Excellence. In addition to department-led Teaching Circles, the office of Faculty Development will hold a number of Spark of Learning discussions throughout the academic year. These forums will be led by professors from the SLCC Psychology Department. Please contact facultydevelopment@slcc.edu to inquire into joining a Spark of Learning Teaching Circle and getting a complimentary copy of the book.

High-Impact ePortfolio Practice: A Catalyst for Student, Faculty and Institutional Learning The Office of Learning Advancement book of the year is High-Impact ePortfolio Practice. With the recent inclusion of ePortfolio as the eleventh HIP (high-impact practice), Bret Enyon and Laura Gambino’s High-Impact ePortfolio Practice has come at a relevant time. Using a blend of research and practical examples, Enyon and Gambino provide a pragmatic guide to using ePortfolios in authentic ways that lead to powerful student engagement with learning and life experiences. In addition, Enyon and Gambino demonstrate why integrative ePortfolio practice and pedagogy is becoming increasingly important on college campuses today. If you are interested in participating in a High-Impact ePortfolio Practice discussion, please contact Emily Dibble at emily.dibble@slcc.edu.

Faculty Development Catalog 2017–2018

Transparency in Learning and Teaching Project Dr. Mary-Ann Winkelmes Date and time to be announced.

The Unwritten Rules of College: Creating Transparent Assignments that Increase Underserved College Students’ Success Transparent teaching/learning practices make learning processes explicit while offering opportunities to foster students’ metacognition, confidence and their sense of belonging in college. A 2016 Association of American Colleges & Universities publication identifies transparent assignment design as a replicable teaching intervention that significantly enhances students’ learning and retention, with greater gains for historically underserved students. We’ll review the findings as well as educational research behind the concept of transparent teaching/ learning in this session. Then we’ll apply that research to the design of class activities and assignments. Participants will leave with a draft assignment or activity for one of their courses and a concise set of strategies for designing transparent assignments that promote students’ learning equitably. Interested faculty are invited to join a follow-up conversation about engaging with this pedagogy as a contributing researcher.

Faculty Development and Training Opportunities

FACULTY DEVELOPMENT AND TRAINING OPPORTUNITIES

Faculty Development Catalog 2017–2018

SCHOLARSHIP OF TEACHING AND LEARN ING (SOTL)

Introduction to the Scholarship of Teaching and Learning (SoTL)

Faculty who engage with the Scholarship of Teaching and Learning understand their teaching as a scholarly activity. Engaging with the Scholarship of Teaching and Learning is at the heart of any faculty member’s development at SLCC. It happens both within the discipline, in the form of specialized journal articles, conferences and other professional development opportunities. But it can also happen more broadly as faculty engage the latest research on teaching and learning.

Want to use your teaching as an opportunity to engage in scholarship? This workshop will introduce you to the field of The Scholarship of Teaching and Learning and help you understand your own teaching as a scholarly activity. Finally, participants will come away with some ideas about how they might embark on SoTL projects of their own. (Workshop, 1 hr.).

Teaching Self-Regulated Learning Skills in Class and Online Ryan Holcomb, Assistant Professor, Chemistry Self-regulated learning is a skill that is highly correlated with student success. It is empowered through metacognition, strategic action and a motivation to learn. It can be taught in the classroom and online by engaging students in the process of goal setting, planning and self reflection. In this workshop we will explore a number of simple strategies to teach self-regulated learning and enhance student learning outcomes. (Workshop, 1 hr.)

Dealing with “Fake News,” “Alternative Facts” and “Factoids.” K.B. Hom, Adjunct Faculty, Communication How do we help our students become productive, critical, lifelong media consumers? How can we help students think critically and develop information literacy skills? Participants will be introduced to the use of critical thinking in improving media consumption, classic journalism questions, critical questions, keywords and concepts for examining media. This presentation will include an exercise to help our students develop and recognize their own personal critical questions. (Workshop, 1 hr.)

How Do Our SLCC Students Learn? Adult Learning Theory Basics Ann Fillmore, Assistant Professor, English What do we know about the ways in which people learn and retain information? Which strategies and methods work best for adult community college students? What kinds of activities, assignments and assessments best motivate and support adult learners? In this workshop, we will discuss the basics of cognitive/brain-based learning theory as well as adult learning pedagogy (called andragogy) to increase our understanding of what motivates and resonates with adult students. (Workshop, 1 hr.).

Jason Pickavance, Director of Faculty Development and Educational Initiatives

Strategies to Help Your Students Read Within Your Discipline Ann Fillmore, Assistant Professor, English College students take many different classes, learning and applying different concepts, skills and ways of thinking that vary across disciplines. But what about reading skills? The way a student approaches and engages with texts is not one-sizefits-all. Strategies that prove effective in one class (or discipline) may not prove so in another. Therefore, one’s reading strategies should be determined by many factors such as the content, genre and ultimately, the assignment(s). In this workshop, you will learn how to engage your students with readings by determining which strategies prove most effective, based on your classes and discipline. (Workshop, 1 hr.).

Constructing Effective Learning Outcomes Tom Zane, Learning Outcomes Coordinator Faculty are often called upon as part of the curriculum process to write learning outcomes for courses and programs. Yet many of us lack training in what counts as an appropriate learning outcome. In this workshop, we will walk you through the basics of composing effective learning outcomes.

Digital Annotation: Tools, Resources and Pedagogies Benjamin Solomon, Assistant Professor, English This workshop examines digital annotation tools like Genius and Hypothesis, and explores how teachers can use digital annotation to help students engage with readings on the web and elsewhere. (Workshop, 1 hr.)

You Have a Teaching Philosophy, but What About a Learning Philosophy? Ann Fillmore, Assistant Professor, English We all have a philosophy of teaching, but do you have a philosophy of learning? During this interactive workshop, you will be encouraged to reflect on your own learning experiences as well as the learning processes you observe within your classrooms. We will address topics relating to how people learn as well as the factors that drive one’s motivation to learn. By the end of this session, you will identify and articulate your beliefs about learning in order to craft your own Philosophy of Learning to accompany your Philosophy of Teaching. (Workshop, 1 hr.).

Faculty Development and Training Opportunities

Assessment Assessment is simply one part of the teaching and learning process. Our Assessment Office offers one-on-one consulting and workshops designed to help faculty by making teaching a little easier while improving the chances for learning. For example: • Are you tired of staying up until midnight grading written assignments or papers? We can show you how to adopt or adapt scoring tools that will speed up the process and offer better feedback to students. • Do you ever wish you could get your students to think more critically? We can show you some easy methods to begin this process that you might be able to use with your current assignments. • Are you unsure about alignment between your outcomes and your lessons/assignments/exams? We can provide one-on-one consulting to help you with that. • Are you unsure about how to create your annual assessment plans or reports? Do you want to get some help with building one or both of your products? We offer hands-on workshops that will provide the skills and time to build both your assessment plans and reports with expert help. These are just four examples of the kinds of assessmentrelated issues that are covered under assessment.

Assessment Planning Workshop (Beginners) Tom Zane, Learning Outcomes Coordinator This is a 90-minute workshop designed especially for faculty who are new to learning outcomes assessment at Salt Lake Community College. The workshop provides you with the skills to develop your own assessment plan. You will learn how to select the best items to assess and how to assess them. Then you will work with the workshop leader to develop your plan. You can leave the workshop with a draft plan, ready for department approvals and submission to the Assessment Office. (Workshop, 90 minutes)

Assessment Planning Workshop (Intermediate to Advanced) Tom Zane, Learning Outcomes Coordinator This is a two-hour workshop designed especially for faculty who are experienced with basic learning outcomes assessment at Salt Lake Community College and are ready to learn more. In the first half of the workshop, you will receive materials, templates and ideas for deeper and more advanced methods for assessing learning. Our focus will include such things as college-wide outcomes, performance measures, developing plans for multiple courses and assessing reflection. In the second hour of the workshop, you will receive one-on-one mentoring to help you develop more advanced assessment plans that address your specific needs. (Workshop, 2 hr.)

Faculty Development Catalog 2017–2018

Assessment Report Workshop Tom Zane, Learning Outcomes Coordinator This is a two-hour workshop designed especially for faculty who are relatively new to learning outcomes assessment reporting at Salt Lake Community College – but we welcome anyone who would like a little help completing their assessment report. The workshop provides you with the skills and time to develop your own assessment report. (Workshop, 2 hr.)

Critical Thinking 1: Assignment Development Tom Zane, Learning Outcomes Coordinator We will work together to design an assignment that collects evidence of critical thinking in conjunction with meeting your course objective(s). Participants will leave the workshop with a blueprint for completing their assignment. In addition, assignment authors can then send finished products to the workshop facilitator for review and feedback if desired. (Workshop, 1 hr.)

Critical Thinking 2: Rubric Development Tom Zane, Learning Outcomes Coordinator

ePortfolio Connecting Disciplines using GIS Course Facilitator: Adam Dastrup, Associate Professor, Geoscience Digital mapping technology such as geographic information systems (GIS) has quickly become an important skill set in a broad range of disciplines. In the classroom, GIS is often considered a form of high impact practice because of the technology’s ability to help students improve their quantitative literacy, information literacy, critical thinking, and communication skills across multiple disciplines. From a general education perspective, signature assignments using GIS could help students create artifacts that focus on changing spatial patterns that connect across disciplines. This 4-week professional development course will allow faculty from all disciplines to discover ways to integrate free, web-based GIS technology into their existing curriculum.

Digication 101 Emily Dibble, ePortfolio Coordinator

We will work together to create a rubric that you can use to score your students’ submissions and provide them with meaningful feedback on the quality of their critical thinking. Participants will leave the workshop with a finished scoring tool ready to use with their students’ submissions. Tom Zane will then be available after the workshop for any follow-up reviews and other feedback. Bring one course assignment that requires your students to turn in an artifact – often in writing – but it can also be a video or other artifact – that is capable of showing you their level of critical thinking (e.g., their levels of analysis, evaluation, inference, etc.). (Workshop, 1 hr.)

Since Fall 2016, all new student ePortfolios have been created in Digication. It is very important for faculty to attend this workshop to understand how this new system works. Topics include how to view and navigate student ePortfolios in Digication, using and creating templates, options for privacy settings and an introduction to the new editor in Digication. Participants will finish the workshop having created a sample page for one of their courses so they can show students what they expect. (Workshop, 1 hr.)

High-Impact Practices

Emily Dibble, ePortfolio Coordinator

Introduction to High Impact Practices Kati Lewis, Assistant Professor, English Following the lead of the Association of American Colleges and Universities, SLCC has identified 14 High Impact Practices (HIPs) around which it encourages faculty to organize their teaching. HIPs have been shown to be positively related to student retention, deep learning and ultimate success. This session will introduce these practices to attendees, and will also explore the underlying pedagogical characteristics that make them high-impact. (Workshop, 1 hr.)

Developing Excellent Reflection Prompts We want students to be reflective practitioners regardless of their major. What are the theoretical and practical underpinnings of deep reflective practice? This workshop will feature hands-on training in developing more effective reflection prompts for students. Participants will finish the workshop with new or updated reflection prompts for their courses and will write their own reflection for their professional ePortfolio. (Workshop, 1 hr.)

Creating your Faculty Professional Portfolio Presenters: Tiffany Rousculp, Director, Writing Across the College; Emily Dibble, ePortfolio Coordinator This workshop will help you create your professional portfolio in Digication by focusing on collecting and organizing evidence, writing narratives, aligning the portfolio with rank and tenure rubrics, and showcasing yourself as a reflective practitioner in higher education. You will finish the workshop with a great start to your own professional portfolio. You can follow up with individual consultations from WAC or the ePortfolio Office. (Workshop, 90 minutes)

Faculty Development and Training Opportunities

ePortfolio Boot Camp

ePortfolio Signature Assignment Consulting

Emily Dibble, ePortfolio Coordinator

This intensive ePortfolio training will help faculty more effectively use ePortfolios in their courses. Participants will learn how to integrate ePortfolios in course syllabi, signature assignments, and reflection activities and prompts. Faculty will also learn how to model ePortfolio pages for their students using the schoolâ&#x20AC;&#x2122;s ePortfolio platform, Digication. In addition, there will be a brief introduction to the benefits of creating your own professional portfolio. (Workshop, 4 hours)

This one-on-one consulting will aid faculty in developing excellent signature assignments that allow students to demonstrate their achievement of learning outcomes. Additionally, it will help faculty assist students in using multimedia to showcase their work, and help faculty design signature assignments. Participants will finish the session with new and/or improved signature assignments to showcase in their own faculty professional portfolios. Please contact Emily Dibble directly via email at emily.dibble@slcc.edu to schedule an appointment.

ePortfolio 101 Online Online Facilitator: Emily Dibble, ePortfolio Coordinator Salt Lake Community College has been using ePortfolios since 2010 and has one of the most robust ePortfolio initiatives in the country. In this session, faculty will learn more about SLCCâ&#x20AC;&#x2122;s ePortfolio initiative, and what their role is in helping students fulfill this requirement in General Education courses. We will cover the start of ePortfolios at SLCC; why we use ePortfolios; how ePortfolios integrate into General Education and other programs at SLCC; the student ePortfolio requirements for General Education courses; and ePortfolio resources for faculty and students. (Online)

The ePortfolio Lab Faculty are welcome to either schedule an appointment or drop into the ePortfolio labs for assistance. Labs are located in the basement of the Markosian Library (LIB 044) at the Taylorsville Redwood Campus, in HTC 102 A on the Jordan Campus and on the main floor (1-131) of the South City Campus. For lab hours, and to schedule an appointment, please visit eportresource.weebly.com/lab-information

Faculty Development Catalog 2017–2018

Service Learning Service-Learning Professional Development Series Course Administrator: Lucy Smith, Coordinator, Engaged Learning Service-Learning is a high-impact practice that enhances student engagement while also addressing communityidentified needs. This online course introduces faculty to the integration of service in the academic curriculum. Faculty can take just the modules they like but completion of the entire course will result in the creation of content that can be utilized to complete a Service-Learning Grant & Designation RFP. Modules include: • Service-Learning Theory, Research, and HIPs • Community Partnerships and a little more • Critical Thinking, Reflection, and Civic Responsibility • Creating a Service-Learning Grant & Designation Proposal (Online, 10-20 hours)

Community Partner Speed Networking Faculty and community partners meet over refreshments to discuss academic service opportunities for students. Faculty have the opportunity to develop partnerships for their service-learning courses. (Workshop, 90 minutes)

Epistemology of Engagement Sean Crossland, Director, Thayne Center Explore theoretical foundations to turn principles of community engagement into epistemological practices. Challenge deficit thinking and hierarchical approaches to teaching and learning. Discuss educational design for democracy inspired by the work of John Dewey, Jane Adams, Miles Horton, Paulo Freire and more. (Workshop, 1 hr.)

Service-Learning Workshops and Community Partnership Support Individual consulting services and/or departmental workshops are offered focused on the integration of ServiceLearning pedagogy into curriculum. Please contact the Engaged Learning Program for details at 801-957-4688. Community partnership development is also offered through the Thayne Center for Service & Learning at 801-957-4555.

Faculty Development and Training Opportunities

EQUITY, DIVERSITY AND INCLUSIVITY In this track, we encourage you to move beyond thinking about diversity in terms of courses, and the responsibility of only some faculty to thinking about inclusive pedagogical practices (no matter the course) as a collective responsibility. As demographics change, what does this mean for how we teach? How do we engage an increasingly diverse student population? How do we create more inclusive classroom environments?

Bruin Voices Sponsored by Roderic Land, Special Assistant to the President Bruin Voices is a series of video speeches with follow-up dialogue among attendees to engage the College on an array of topics, and assist in raising awareness, and building the social and intellectual capacity of the Salt Lake Community College community. Joshua Stern, September 29 Thoughts Are Things – How To Move From Thinking to Action (Workshop, 90 minutes) Cindy Fierros, October 20 “We’re people with light”: Chicanx spiritual activists transforming education (Workshop, 90 minutes) Jesse Fluetsch, November 17 Beyond Bathrooms: How Transgender Children Are Changing Our Schools for the Better (Workshop, 90 minutes) Gardner Seawright, December 15 Whiteness, and the Everyday Act of Teaching: Embracing the Real-Time Potential and Pitfalls of Antiracist Education (Workshop, 90 minutes)

Cross-Cultural Student Panel Panel Facilitator: Whitney Harris, Gear Up Advisor SLCC prides itself on being the most diverse institution of higher education in the state. We serve students who represent more than 50 countries and collectively speak more than 25 languages; each with unique cultural and lived experiences. The cross-cultural interactions that happen inside and outside the classroom enrich the experience of all parties involved. This student panel will help faculty and staff gain insight into cross-cultural interactions with SLCC students. Participants will gain a more in-depth understanding of ways to intentionally support and communicate with individuals from a variety of nationalities and cultural backgrounds. (Panel discussion, 90 min.)

Diversity Across the Curriculum This workshop will assist faculty with re-imagining their course(s) by infusing equity and diversity issues into their classrooms. Drawing on the strengths and benefits of diversity will contribute to the overall experience of both faculty and students engaged in critical learning. (Workshop, 120 min.)

How Do Our SLCC Students Learn? Adult Learning Theory Basics Ann Fillmore, Assistant Professor, English What do we know about the ways in which people learn and retain information? Which strategies and methods work best for adult community college students? What kinds of activities, assignments, and assessments best motivate and support adult learners? In this workshop, we will discuss the basics of cognitive/brain-based learning theory as well as adult learning pedagogy (called andragogy) in order to increase our understanding of what motivates and resonates with adult students.

College Student Mental Health: What You Should Know and What You Can Do Scott Kadera, Counseling Services The purpose of this presentation is twofold: first, to increase awareness of the current status and dimensions of mental health problems among today’s college students; and second, to provide strategies to assist faculty and staff to intervene effectively with students with mental health problems to get them the help they need. A broad range of topics are covered including college student mental health as it relates to issues of inclusivity, stigma, academic impact, and the causes and indicators of distress. Also covered are practical strategies for making contact with students in distress, dealing with students at risk for suicide, and referring students with mental health issues to appropriate campus resources. 11

Faculty Development Catalog 2017–2018

MySuccess powered by Starfish

Unveiling the Unconscious

Ashley Sokia, Coordinator, Student Retention Systems

Dr. Roderic Land, Special Assistant to the President

Learn how to report on your students’ progress using SLCC’s new early alert and online referral system. This session will include how to set up your MySuccess profile, complete early alert progress surveys, identify a student’s academic advisor and support network members, and send feedback to your students that keeps their network in the loop.

Recent work has shown that we all carry with us implicit biases. Biases can have a significant impact on communication, decision-making, perceptions and beliefs about others. Does unconscious bias also impact the way we teach? Does it impact the way we develop curriculum? How can someone’s race, gender, age, or other characteristics influence how we see and treat them even when we are genuinely trying to be unbiased? What concrete steps can we take to help prevent this from happening? To help answer these questions, this workshop introduces the concept of implicit bias. Through presentations, lively activities and discussions, we will explore some harmful side effects of how our brains naturally perceive, categorize and draw inferences about the world, including other people. Participants will learn how to explore their own personal unconscious biases, and be introduced to approaches that may help them be conscious and aware of how their biases may play out in how they teach and develop curriculum. (Workshop, 2 hr.)

LGBTQ+ Awareness (Part 1) This two-hour training will provide an overview of LGBTQ+ information, including terminology, history, privilege and contemporary issues, laws and social movements. This training is intended for anyone who would like to learn more about the LGBTQ+ community and how to be a better ally. (Workshop, 2 hr.)

Safer Zone/Ally Training (Part 2) For those who have completed part I of LGBTQ+ Awareness Training, take it to the next level with LGBTQ+ Awareness, Part II. We will go into greater depth on issues affecting LGBTQ+ members of our college community, as well as how to make our campus inclusive. Upon successful completion of this training, you will have the option to receive and display an “I am an LGBTQ+ Ally; You are welcome here” sign in your work area. (Workshop, 2 hr.)

Supporting and Retaining Refugee and Immigrant Students Kamal Bewar, Academic Advisor, Financial Aid Office This workshop will explore how faculty and staff can understand SLCC students’ cultural background, and lend support to these students. As a faculty and staff member, this session will help you learn more about a growing group of students who are here as refugees and immigrants in SLCC’s campus community. (Workshop, 1 hr.)

What Works in the Retention of First-Year Students? An Introduction to Student Retention Theory and Best Practices Richard Diaz, Director, First Year Experience What is student retention, and why is it becoming more and more important? How do student retention theories inform best campus practices? What can I do to support retention initiatives through my work? These guiding questions will be addressed in this presentation with the intent of introducing faculty and student development practitioners to the science behind an institution’s efforts to retain and graduate their student body through meaningful and high-quality experiences. (Workshop, 1 hr.)

Faculty Development and Training Opportunities

Student Veterans 101 Michael Foster, VetSuccess On Campus Counselor, Dept. of Veteran Affairs This presentation is delivered from the perspective of Education, VA Health Care and VA Benefits. We will provide an overview of veterans’ strengths and difficulties they face, including readjustment after deployment, posttraumatic stress disorder, traumatic brain injury and depression. We will review community and VA resources available to veterans, and will provide tips for college faculty and staff for working effectively with student veterans including ways to be “Veteran Friendly”. (Workshop, 1 hr.)

Title IX: What You Should Know Ken Stonebrook, Dean of Students and Assistant Vice President SLCC is committed to providing a safe and non-discriminatory learning and working environment for all members of the College community. Sexual misconduct, in all its forms, is an issue on college campuses across the country, and SLCC is no exception. As part of our ongoing campus awareness/prevention efforts, this Title IX training will inform faculty and staff on how to prevent, respond to and report sexual violence, and other forms of sexual misconduct. This training will explore approaches that can be used to develop mutually respectful work environments.

Undocumented Student Ally Training

Course Facilitator: Richard Diaz, Director, First Year Experience Local and national policies continually affect the access undocumented students have to higher education. In light of high educational aspirations, the misinformation, lack of information and constant apprehension faced by undocumented students make them a vulnerable population for not enrolling or succeeding in higher education. This online Canvas course seeks to ameliorate these informational shortcomings by providing an overview of the current landscape impacting undocumented students; laying the foundation for understanding state and national policies affecting this population; and describing the process through which faculty and staff can serve as a resource to students who are undocumented. To sign up for this course please send an e-mail to Richard Diaz at richard.diaz@slcc.edu (Online course, 4 hours)

Equity and Diversity Designation In the Equity and Diversity Designation, the focus will be on both the research and practice associated with achieving equity in student achievement. Faculty who attend the two required sessions, three additional offerings in the track, and then submit an application will receive an equity credential from the Office of Faculty Development. To receive the digital credential, applicants apply at the Faculty Development website. The President’s Committee on Inclusivity and Equity reviews applications each semester. 1. Required workshops • MySuccess powered by Starfish • Unveiling the Unconscious 2. Attend any three offerings from the Equity, Diversity, Inclusivity Track

Faculty Development Catalog 2017–2018

eLEARNING AND INSTRUCTIONAL DESIGN Canvas Tools Canvas is the online learning management system (a virtual classroom environment) available to all instructors at SLCC. Canvas easily connects instructors and students while managing discussions, document sharing, multimedia, assignments and grades. The eLearning team offers a variety of resources, support and workshops to help faculty master this valuable tool.

Canvas Support Hotline For 24/7/365 Canvas support, call 801-957-5125, option 1, or 1-844-334-0397 (toll free). You can also click the Help button that appears on the main navigation menu within Canvas.

Canvas Consultations To schedule a consultation with one of eLearning’s Canvas experts, call 801-957-5125, option 2. Ask to speak to an instructional technologist.

Instructional Media Consultations To schedule a consultation with one of eLearning’s instructional media experts, call 801-957-5125, option 2. Ask to speak to an instructional media specialist. They can help you create instructional videos, audio and graphics. eLearning’s instructional media studio includes an audio recording booth and a video recording studio with green screen.

A Brief Introduction to Canvas Learn the basic features and tools in Canvas, how instructors at SLCC are using Canvas and where to get help with Canvas courses. This is not an in-depth how-to class. It is an introduction to how Canvas can help you in your teaching. This course is a prerequisite for additional Canvas workshops. No registration is necessary. slcc.instructure.com/courses/366650. (Online, 30 minutes)

Why Use Canvas? This is a brief introduction to Canvas for new faculty. Learn what Canvas is, how it can save instructors time and effort, and how and where to get help with Canvas courses. (Workshop, 30 minutes)

Canvas User Certification Participants in this self-paced course learn to use the key features of Canvas. This certification course is designed for all faculty, including full-time and adjunct instructors who teach online, face-to-face, or hybrid courses. After completing this course, you will be able to demonstrate your ability to: • Use navigation elements and components of Canvas (menus, modules, pages) • Add a syllabus to a course • Create and grade assignments • Create quizzes • Use communication tools (inbox, announcements, discussions) • Use the media tools in Canvas (video, audio, images) This course is designed to help you feel more comfortable using Canvas so you can create a better student experience and find efficiencies to reduce your workload. This is a self-paced course, so both novice and experienced Canvas users can complete this course as quickly as possible. This course is facilitated by SLCC instructional technologists and instructional designers who are available to answer questions and to provide feedback. Successful completion of this course satisfies the Canvas competency requirement for eLearning’s companion course: Online Teaching Certification. (Online course, 8 hours)

Faculty Development and Training Opportunities

Setting Up the Gradebook in Canvas

Using Media in Canvas

Learn how to set up a Gradebook in Canvas and learn some common settings and best practices for managing the Gradebook. (Workshop, 1 hr.)

Learn how to add images, audio and video to Canvas courses. Explore the media production tools built into Canvas, which make it easy to create and embed photos, screencasts, audio and video elements. (Workshop, 1 hr.)

Using SpeedGrader in Canvas Learn about the SpeedGrader feature of Canvas, and the ease and flexibility that SpeedGrader allows in grading and giving feedback to students. (Workshop, 1 hr.)

Using Communication Tools in Canvas Learn about the communication tools in Canvas, and learn how each can be used to share information and feedback with students. Using these tools effectively will improve students’ learning experience and build community in the course. (Workshop, 1 hr.)

Using Pages in Canvas Learn the features and benefits of Canvas pages, and some best practices for using pages in Canvas courses. (Workshop, 1 hr.)

Using Conferences in Canvas Learn the features and benefits of the Conferences tools in Canvas, and the best practices for hosting conferences in Canvas. (Workshop, 1 hr.)

Creating Proctored Exams in Canvas (Proctorio) Learn how to create a virtual testing center within Canvas using Proctorio, a proctoring service software which integrates seamlessly with Canvas. Discover the features Proctorio has to offer, such as robust recording options, comprehensive lockdown browser settings, customizable student ID verification and behavior levels, and moderation tools for specific individual and group situations that fit your needs as an instructor and the needs of your students. (Workshop, 1 hr.)

Using Files in Canvas

Online Teacher Certification

Learn how to use the Files feature in Canvas, and some best practices for keeping course files organized and up to date. (Workshop, 1 hr.)

This training is for all faculty who want to teach online at SLCC. Faculty should complete this training prior to teaching an online course. The course is taught in an online cohort so the participants can experience what it’s like to be an online student and learn research-based best practices and expectations of being an online instructor at SLCC. The course will be co-facilitated by one of SLCC’s veteran online instructors and an instructional designer from SLCC’s eLearning team who has online teaching experience.

Using Assignments in Canvas Learn the features and benefits of the Assignments tool in Canvas, and some best practices for building and managing assignments. Learn the many settings and options available to customize how assignments are delivered in Canvas. (Workshop, 1 hr.)

Using Quizzes in Canvas Learn how to create and organize quizzes in Canvas, and the benefits of moving your quizzes online. Learn the various question types supported by Canvas, and the many settings and options available to customize how quizzes are delivered in Canvas. (Workshop, 1 hr.)

Using Modules in Canvas Learn how to use the Modules feature in Canvas to organize content and create a course that is simple to navigate. Learn how to group assignments, discussions, quizzes and content pages into modules, and consider the pros and cons of various organizing schemes, such as chapters, weeks, or themes. (Workshop, 1 hr.)

The course will cover the following topics: • Orienting students to the online environment • Maintaining an active presence in the course • Creating a safe, respectful learning community • Providing clear expectations and effective feedback • Facilitating online discussions • Monitoring student progress • Managing the online teaching workload Prerequisite: Note that this course is not a Canvas tutorial, so a basic competency in Canvas is required. We recommend completing eLearning’s Canvas User Certification course to prepare. (Online, facilitated, 8 hours—two hours per week for four weeks).

Faculty Development Catalog 2017–2018

Best Practices for Teaching Online Though many of the principles of good teaching are the same across all modes of delivery, the practice of these principles can look very different online. Online students shouldn’t learn in isolation, and the tools available today allow instructors to provide students with meaningful and personalized learning experiences. Here are a variety of resources to help faculty become successful online instructors.

Helping Students Navigate Online Courses Students can get lost in a poorly designed Canvas course. Learn how to create an effective environment that students will enjoy and find easy to use. This workshop will cover the key elements and best practices to improve course navigation, look and feel. (Workshop, 1 hr.)

Cultivating Engagement in the Online Classroom Learn methods for developing a student learning community in online courses, and how to develop and maintain “teacher presence” and netiquette policies in online courses. (Workshop, 1 hr.)

Communicating to Create Community in Online Courses Learn the importance of consistent, positive and timely communication with online students to build a safe and effective learning community. (Workshop, 1 hr.)

Effective Online Discussions Discussions can build community online and increase students’ critical thinking skills as they share ideas and facilitate their own learning. Learn how to make discussions a viable learning tool in online courses. (Workshop, 1 hr.)

Best Practices for Online Groups A best practice for online teaching is creating community. One way to do this is by creating group experiences. Learn about different types of groups, the pros and cons of online groups, and activities to help facilitate successful online group projects. (Workshop, 1 hr.)

Faculty FacultyDevelopment Developmentand andTraining TrainingOpportunities Opportunities

Designing Quality Online Courses Well-designed online courses include instructional materials, learning activities and authentic assessments that all work together seamlessly to help students achieve meaningful and significant learning. Here are a variety of resources to help faculty design courses that align with college outcomes and challenge students to grow and succeed.

Course Design Consultations To schedule a consultation with one of eLearning’s course design experts, call 801-957-5125, option 2. Ask to speak to an instructional designer.

An Introduction to the Quality Matters Rubric Curious about the Quality Matters rubric? Learn why SLCC has adopted the rubric as a standard for the design of online courses. Learn how implementing these standards can help improve online courses. (Workshop, 1 hr.)

Online Course Design Certification For this certification, faculty work closely with the eLearning team to design and develop a fully online course that meets Quality Matters standards. The certification follows a team approach to course creation that includes multiple faculty, designers, technologists, media developers and graphic artists. The process begins with the development of a high-level design to determine the objectives, assessments and instructional strategies for the course. Then the course is developed following best practices for online pedagogy, multimedia use and accessibility. After completing this course, you will be able to: • Use the backward design process to ensure alignment of course objectives, assessments and materials • Identify instructional strategies for online delivery • Implement principles of student-centered online learning

Using Backward Design to Align Courses

• Write for online learning

Learn about the backward design process and how outcomes, objectives, assessments and learning activities must align to ensure that students can achieve desired course outcomes. Learn how to select authentic assessments and learning activities. (Workshop, 1 hr.)

• Develop valid and reliable assessments

Creating Effective Rubrics in Canvas Creating effective rubrics can be difficult. Come learn about some best practices that will help making effective rubrics easier. Then learn how to use the rubric feature in Canvas. (Workshop, 90 minutes)

Testing 1-2-3: Writing Objectively-Scored Exams

• Follow principles of multimedia use • Create accessible course materials To submit a request to complete this certification or learn more about it, go to faculty.slcc.edu/elearning/ index.aspx and select the Course Design option. Prerequisites: We recommend that faculty complete eLearning’s Canvas User Certification and Online Teacher Certification workshops to prepare for this certification. (Hybrid, Facilitated, 2-10 hours per week for 8 months; includes two semesters to design and develop the course and one semester to pilot the online course).

Writing quality test questions can seem like a daunting task, but you can do it! Learn the best practices for writing valid and reliable test questions from start to finish. (Online, facilitated, 90 minutes) 17

Faculty Development Catalog 2017–2018

Reviewing Online Courses Quality Matters (QM) is a nationally recognized, facultycentered, peer review process designed to improve the quality of online courses. SLCC uses the QM tools, which are based on the latest research in online course design, to develop, maintain and review our online courses. The workshops below give faculty the knowledge and skills they need to apply the QM rubric and to become QM-certified course reviewers.

An Introduction to the Quality Matters Rubric Curious about the Quality Matters rubric? Come see why SLCC has adopted the rubric as a standard for the design of online courses. Learn how implementing these standards can help improve online courses. (Workshop, 1 hr.)

Applying the Quality Matters Rubric (APPQMR) This workshop is Quality Matters’ introduction to the Quality Matters Rubric and the process of using the QM Rubric to review online courses. It is intended for a broad audience, including full-time faculty, instructional designers and administrators who wish to understand more about the QM Rubric and process of course review. This course is taught by certified Quality Matters facilitators. After completing this workshop, you will be able to: • Identify the underlying principles of QM • Identify the critical elements of the QM quality assurance program, including the QM Rubric, materials, processes and administrative components • Apply the QM Rubric to review online courses • Make decisions on whether a sample course meets selected QM Rubric Standards. • Apply the concept of alignment (specifically, the alignment of course objectives, outcomes, assessments and activities) • Draft helpful recommendations for course improvement by citing annotations from the QM Rubric and evidence from the course This workshop is open to full-time faculty and is a prerequisite to becoming a certified Quality Matters peer reviewer. (Workshop, 7.5 hours)

Quality Matters Peer Review Training This workshop teaches the process and best practices for conducting peer reviews of online courses using the Quality Matters rubric and the Quality Matters course review management system (CRMS). The Peer Reviewer Course is designed to prepare experienced online faculty to become Quality Matters certified peer reviewers. This course is taught entirely online by certified Quality Matters facilitators. After completing this workshop, you will be able to: • Explain the underlying principles of QM and the critical elements of the QM Rubric, materials, processes, and roles and responsibilities • Demonstrate correct application of the QM Rubric Specific Review Standards during a practice review of an online course • Recognize the events that will transpire during the peer review process • Write helpful recommendations for course improvement • Reflect on how the recommendations from a QM review impacted and influenced an instructor’s revisions of their course New cohorts usually start every Tuesday and run for two weeks. You should expect to spend 10-15 hours per week to complete the coursework, so you are encouraged to register for a cohort that works for your schedule. You are expected to complete assignments on time or you will be dropped from the class, and the registration fee is non-refundable (eLearning will pay for the first attempt, but not subsequent attempts). Please contact Robert Lindsay (Robert.lindsay@ slcc.edu) for instructions on how to register for this workshop. Prerequisite: Successful completion of the Applying the Quality Matters Rubric (APPQMR) workshop. (Online, facilitated, 20 hours—10 hours per week for two weeks).

Faculty Development and Training Opportunities

Faculty Development Catalog 2017–2018

WRITING ACROSS THE COLLEGE The WAC@SLCC program provides three levels of support for writing instruction and writing in your professional activities.

Online Support The online tutorials below can be found on the WAC website slcc.edu/wac/faculty.aspx.

Creating Your Professional Portfolio Tiffany Rousculp, Director, Writing Across the College Instruction, guidance and support for you to develop, draft and design your professional portfolio. Follow-up individual consulting on your portfolio is also available. (Online, 1 hr.)

Super Sabbatical Proposals Tiffany Rousculp, Director, Writing Across the College Are you planning to take a sabbatical next year? Watch this video to learn how to write a proposal that rocks. After watching the video, contact the WAC director for follow-up consulting on sabbatical proposal drafts. (Online, 1 hr.)

In-Person Support The WAC@SLCC program offers hands-on workshops that explore issues related to writing instruction and writing for our own professional development and goals.

Creating your Faculty Professional Portfolio Tiffany Rousculp, Director, Writing Across the College; Emily Dibble, ePortfolio Coordinator This workshop will help you create your professional portfolio in Digication by focusing on collecting and organizing evidence, writing narratives, aligning the portfolio with rank and tenure rubrics, and showcasing yourself as a reflective practitioner in higher education. You will finish the workshop with a great start to your own professional portfolio. You can follow up with individual consultations from WAC or the ePortfolio Office. (Workshop, 90 minutes)

WAWA: Writing Awesome Writing Assignments Tiffany Rousculp, Director, Writing Across the College How do your writing assignments rate for awesomeness? Are they interesting and engaging? Do they produce great student writing that you enjoy? This workshop will take your old writing assignments and make them awesome through small-group activities. (Workshop, 90 minutes)

What Should I Evaluate?: Building Confident Responses to Student Writing Tiffany Rousculp, Director, Writing Across the College Faculty have to evaluate student writing, but very few of us have ever been taught how to do it. This can lead to ineffective response, but we’re not sure what to do. In this two-part 90-minute workshop series, faculty will experience a supportive environment to share grading concerns and learn strategies to build confident responses for students. (Workshop, 2 x 90 minutes)

Writing Assignments: What Students and Faculty Should Expect Tiffany Rousculp, Director, Writing Across the College In 2015-2016, students and faculty worked together to establish common expectations for writing assignments at SLCC. This workshop provides the impetus for this work, what it means and how it will impact teaching and learning. (Workshop, 1 hr.)

Writing a Conference Proposal and Preparing the Presentation Tiffany Rousculp, Director, Writing Across the College; Sarah Billington, Assistant Professor, Communication Want to present at a conference? In this workshop, participants will learn how to craft an effective conference proposal and how to turn their work into a compelling presentation. (Workshop, 2 hr.)

Expose Your Expertise: Writing for Academic Publications—Support Group and Canvas Course Even though SLCC is primarily a teaching institution, our faculty, staff and administrators are also experts in our fields; we are knowledge-makers. Getting our knowledge into a public forum can be difficult without support. This writing community provides resources and support to get you writing and get published. Expose Your Expertise provides two types of support: 1) a 12-person Writing Community that will meet regularly during the school year to learn about publishing processes to encourage each other to meet writing goals; and 2) a Canvas course that allows individuals to work independently. Registration for the Writing Community will take place during the first week of the fall 2017 semester; meeting times will be coordinated with those in the community. (Online; meetings based on participants’ schedules).

Faculty Development and Training Opportunities

Consulting In addition to support for teaching-based writing needs, the WAC director provides individual, small-group and department consultation for any faculty professional writing needs, including: • Conference proposals • Distinguished Faculty Lecture Award nominations • Sabbatical proposals • Teaching Excellence Award applications Contact 801-957-3232 or wac@slcc.edu or visit slcc.edu/wac

WAC@SLCC offers two complete Canvas+Consult courses. These courses include an online component and three individual 30-minute consultations with the WAC director. Each course culminates in a digital credential.

Develop Successful Student Writers (Online) Course Administrator: Tiffany Rousculp, Director, Writing Across the College Reflect on how you currently use writing in your courses and how students experience it. Explore various pedagogical methods for how you can improve both your own and your students’ relationships with writing and writing assignments. This online course explores the following topics: • Why Assign Writing? • The Nitty-Gritty of Writing Assignments • What NOT to Do with ESL Writing • Talking to Students about Writing Assignments • Unlocking the Puzzle of Citation Systems • Why Can’t My Students Write? • My Students Need Help! • Writing Assignments: What Students and Faculty Should Expect • Working with ELL Writers • What Students Learn in Composition…and What They Don’t

Working Well with English Language Learner Writers (Online) Course Administrator: Tiffany Rousculp, Director, Writing Across the College Learning how to write effectively in your native language requires effort, time and practice. Doing so in a second, third, or fourth language requires much more than that. SLCC faculty can make the journey to effective writing easier for English Language Learner (ELL) students, and for themselves, by participating in this course. This course will improve your understanding of ELL student writer needs, normalize expectations for ELL student writing, and help you create positive learning experiences for all of your students. This online course explores the following topics: • Differences Among ELL Students • Understanding Language as a System of Systems • Appreciating Adult Language Learning • Conversational Language vs. Academic Language • ELL Student Writing Challenges • The Meaning of Error • Equity vs. Equality • Strategies for Success 21

Faculty Development Catalog 2017–2018

LIBRARY AND INFORMATION LITERACY The Library and Information Science track is designed to aid faculty and staff in understanding the scope, range, strategies and resources the library provides to our community. Areas of focus are Copyright and Information Literacy. Copyright looks at creative commons, fair use, public domain, the TEACH Act and how the library can help with these. Information Literacy uses the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards as a guide to help our students become not just information literate, but information fluent.

Copyright Made Simple: Learning How to Utilize Fair Use and Other Tools Jen Hughes, Librarian, Library Services Questions about using photos or videos in your day-to-day activities at the College? Unclear about Fair Use? Just want someone or something to make copyright easier to navigate? Then this is the workshop for you! In a whirl-wind workshop, participants will learn the importance of copyright and how the Public Domain, Fair Use and tools such as Creative Commons, can make integrating copyright considerations easier. (Workshop, 1 hr.)

Copyright Made Simple: Learning How to Utilize Fair Use and Other Tools (Online Course) Course Facilitator: Jen Hughes, Librarian, Library Services This is an online version of the in-person Copyright Made Simple workshop. This course takes approximately 45-60 minutes to complete. Contact jen.hughes@slcc.edu for access to this online course.

Information Literacy Assessment Jamie Dwyer, Librarian, Library Services Do your students “Google” everything? Do they fall for “fake news?” Do they incorrectly attribute material to original sources? The skills to find, evaluate and cite form the basis of information literacy, one of the Student Learning Outcomes at SLCC. In this interactive session you’ll look for evidence of information literacy in student ePortfolios using the new ePortfolio assessment rubric, discuss disciplinary similarities and differences in information literacy, and incorporate information literacy into an assignment. (Workshop, 1 hr.)

Introduction to Open Educational Resources (OER) Justin Watson, Library Services Participants will learn about the open content movement in higher education and why they might be interested in either supplementing their course with OER or completely replacing a traditional textbook with open content. In addition, faculty will learn about the licensing framework that enables open content and be introduced to various open content repositories. (Workshop, 1 hr.)

Library Resource and Information Literacy Basics Zack Allred, Assistant Director, Library Services Much has changed in Information Literacy in the past year, from accrediting organization expectations to national organizing bodies’ adoption of new policy. How do these new expectations in Information Literacy relate to your discipline? Are your students using a “risk-averse” research strategy? How are you and your students distinguishing between, among other things: fake news, credible sources and spurious correlations? Discover all the helpful new resources, databases and content the library has. (Workshop, 1 hr.)

Writing PCO & CCO Information Literacy CSLO Statements Zack Allred, Assistant Director, Library Services Need to write an Information Literacy statement for your PCO or CCO? Going through a course or program review and would like to freshen up your Student Learning Outcome statements. Explore what works, what doesn’t and practice writing statements to make sure your Information Literacy SLO is top-notch. There are many ways an Information Literacy statement can go wrong. This course offers several tips that make it easy to get right. (Workshop, 1 hr.)

Faculty Development and Training Opportunities

Information Literacy Designation The focus of the Information Literacy designation will be on the Association of College & Research Libraries’ (ACRL) Framework for Information Literacy and the incorporation of the Framework into courses, assignments, and assessments at the college. To receive the digital credential, applicants will be required to attend the three Information Literacy sessions and then develop an assignment for a course which incorporates at least four of the six ACRL Frames and meets the college’s expectations of Student Learning Outcome (SLO) #7 – Information Literacy. Assignments created for the Information Literacy designation will be included in the SLCC Library Services Online Info Lit Toolkit. Application materials will be reviewed by SLCC’s Liaison Librarians. Information Literacy sessions include: • Library Resources & Information Literacy Basics • Writing PCO and CCO Information Literacy CSLO Statements • Information Literacy Assessment Contact Zack Allred (zack.allred@slcc.edu) with questions about this designation.

Universal Design The Universal Design Initiative represents a partnership between the Professional Development Center and the Disability Resource Center.

Introduction to Accessibility Clint Stoker, Universal Access Coordinator This session defines common problems with accessibility and best practices to correct accessibility errors. Attendees will gain a basic understanding of how they might be affected by accessibility and how they can help make their own work more accessible to students, faculty and staff with disabilities. (Workshop, 1 hr.)

Universal Design Clint Stoker, Universal Access Coordinator This session will help define Universal Design principles and ADA laws. Participants will practice redesigning classroom spaces, online environments and coursework with Universal Design Principles in mind. (Workshop, 1 hr.)

Creating Accessible Documents Clint Stoker, Universal Access Coordinator Learn how to recognize accessible documents and how documents are translated via screen-reader software. This session will cover best practices for accessible document creation. (Workshop, 1 hr.)

Video Captioning

Universal Access Combined Core Training Clint Stoker, Universal Access Coordinator Universal Access Combined Core Training is one four-hour session comprised of the core workshops in the Universal Design track.

Testing Software for Accessibility Clint Stoker, Universal Access Coordinator Learn how to use free and simple testing tools to understand the accessibility and/or shortcomings of common web-based software. This course helps with understanding how to communicate with software vendors to ensure accessibility during the purchasing process. (Workshop, 1 hr.)

Using 3D Printing for Universal Design Clint Stoker, Universal Access Coordinator Learn how 3D printers can be used to enhance learning, and how to make complex images accessible to students who are blind and low-vision. This course is a basic overview of file creation, understanding 3D printers and how tactile graphics work. (Workshop, 1 hr.)

Writing Alternative Text Clint Stoker, Universal Access Coordinator ‘Alt-Text’ is a written description of a digital image. These descriptions are important to make images accessible to students who are blind or have low vision. Learn how to identify decorative images and how to write useful alt-text, suited for broader content. (Workshop, 1 hr.)

Clint Stoker, Universal Access Coordinator This session covers the basics of video captioning. Learn how to search SLCC library and online resources for professionally-captioned videos. Participants will also practice captioning through Amara.org. (Workshop, 1 hr.) 23

Faculty Development Catalog 2017–2018

Universal Access Designation The UAD gives participants information and practice in creating documents, courses, videos and other electronic communication in a way that is understood and accessible to all students, including students with disabilities. Required: • Introduction to Accessibility • Universal Design • Creating Accessible Documents • Video Captioning Electives: Choose any two additional workshops in the Universal Access track or take a core workshop a second time.

Faculty Development and Training Opportunities

Center for Authentic Leadership and Mindfulness (CALM)

Mindfulness in the Classroom

Body Scan Meditation Workshop

Nathan Thomas, Assistant Professor Health and Lifetime Activities

Lorri Castro-Zenoni, Director, Center for Health and Counseling The body scan has proven to be an extremely powerful and healing form of meditation. It forms the core of the lying down practices that people train for in Mindfulness-Based Stress Reduction (MBSR). It involves systematically sweeping through the body with the mind, bringing an affectionate, openhearted, interested attention to its various regions. We will learn to “tune in” to our bodies, allow ourselves to develop a new appreciation for our bodies, and learn to “befriend” our bodies. Participants are asked to dress in comfortable clothing and be prepared to sit up or lie down for the practice. (Workshop, 90 minutes)

CALM Retreats The CALM retreats are held each fall and spring at Silver Fork Lodge in Big Cottonwood Canyon or at other off-campus venues. They provide participants with the opportunity to slow down, unplug and reflect on their life and their impact at SLCC. To apply for CALM events, contact nate.thomas@slcc.edu For more about CALM: faculty.slcc.edu/facultydevelopment/touchstone.aspx

Life Mapping Workshop Jude Higgins, Associate Professor, Anthropology Often we plan our careers around goals and “logical next steps.” But according to Danielle LaPorte, we aren’t chasing the goal—we’re chasing the feeling that we hope the goal will give us. She thinks that every craving, aspiration, or goal we have is driven by a desire to feel a certain way. She’s designed a method that allows us to plan our Life Maps around our core desired feelings, so that we end up with a holistic life planning map, which we then can use as a guide for living a soul-centered life. This workshop will introduce you to the concept of Core Desired Feelings (CDF), offer ways that will help you define your own personal CDFs and offer tools that will allow you to begin to apply them to all the major areas of your life: livelihood and lifestyle, body and wellness, creativity and learning, relationships and society, and essence and spirituality. (Workshop, 90 minutes)

Presenters: Jude Higgins, Associate Professor, Anthropology

This workshop will explore using mindfulness and CALM principles in the classroom to increase student learning. (Workshop, 90 minutes)

Non-Violent Communication – Introduction. Katerina Salini, Professor of Psychology Do you want to communicate with clarity and ease in difficult situations? Deal effectively with student problems? Create win/win solutions in the workplace and at home? Deal effectively with emotions? Speak and listen with respect and authenticity? Non-Violent Communication is a skill set and a way of thinking developed by Marshall Rosenberg for compassionate and effective communication. It has been used around the world for conflict resolution, education, peace development, therapy and personal well-being. This workshop will provide an introduction to NVC and is part of the CALM (Center for Authentic Leadership and Mindfulness) offerings. (Workshop, 2 hours).

Non-Violent Communication – Practicing. Katerina Salini, Professor of Psychology This workshop is for anyone who has had an introduction to NVC and will provide the opportunity for deeper learning and practice. It is part of the CALM (Center for Authentic Leadership and Mindfulness) offerings. (Workshop, 2 hours).

Transitioning into Retirement Gracefully Soni Adams, CALM facilitator This is a workshop on embracing life changes (especially retirement) and finding renewed purpose. If you are planning to retire soon or thinking of making this life change in the next few years, come discuss the opportunities to emotionally prepare for this new adventure. (Workshop, 90 minutes)

Faculty Development Catalog 2017–2018

President’s Leadership Institute Salt Lake Community College President’s Leadership Institute will provide faculty, staff, and administration with an opportunity to learn more about themselves, others they work with, and how they can work together to become better leaders. While the College possesses many solid leaders across campus, this Institute is designed to assist in expanding those leadership characteristics and guiding others who are interested in developing stronger leadership skills. The Institute will provide an opportunity for participants to interactively learn more about leadership styles, management tools, and higher education administrative operations. All full-time faculty, staff, and administration are welcome to take advantage of this opportunity and help Salt Lake Community College become an even greater institution of higher learning. Participants will attend a monthly module from October to March, and have a Graduation Reception in April. Individuals interested in the President’s Leadership Institute can apply starting on August 21, 2017, and should submit completed applications by September 18, 2017. To learn more about this opportunity and to apply, please visit:

slcc.edu/president/leadershipinstitute.aspx

Faculty Development and Training Opportunities

DEPARTMENT-BASED DEVELOPMENT OPPORTUNITIES Counseling Services QPR Suicide Prevention Training Scott Kadera, Manager, Counseling Center QPR-- Question, Persuade, Refer-- training is designed to provide non-mental health professionals, such as faculty and staff, with the skills to identify, talk with, support and refer a potentially suicidal student to appropriate resources for help. The training covers the SLCC Student Suicide Prevention Protocol, basic statistics on suicide rates, myths and facts about suicide, verbal clues and warning signs of suicide, and the three basic intervention skills of Question, Persuade, Refer. QPR is an empirically supported suicide-prevention approach and is listed as a “best practice” by the Suicide Prevention Resource Center. Participants receive a complimentary booklet containing information presented during the training. (Workshop, 1 hr.)

The Office of Sponsored Projects Orientation to Sponsored Projects Nicole Omer, Director of Sponsored Projects This in-person, one-hour course provides a quick overview of grants, including how they work at SLCC. Designed for all faculty and staff, emphasis is placed on finding funding, and getting started once a funding source is identified. (Workshop, 1 hr.)

• Compliance and the Sponsored Projects Handbook: Outlines the compliance responsibilities of Principal Investigators (PI) and grant personnel, and explains how the Sponsored Projects Handbook can help individuals fulfill those responsibilities. • Grant Writing Primer: Provides a simplified, shortened version of a full grant-writing course and is targeted to writing a grant proposal for any funding source. This course is for those writing a grant for internal sources (Staff Development, Faculty Development, or Community Engagement), an external private partner (e.g., the Bill and Melinda Gates Foundation), or an external public partner (e.g., the Department of Education).

Office of Information Technology (OIT) Presenters: Tami Anderson, IT Trainer The Office of Information Technology provides training in a variety of software and tools for employees to integrate the latest technology into their work environment. By attending trainings such as Windows 10, Office 2016, Office 365 and WebEx, you will improve your knowledge, skills and abilities, and improve your job performance. Hands-on customized training is the preferred method of training offered in the new state-of-the-art OIT Training Lab at the Professional Development Center. Watch your email for upcoming OIT trainings found in the weekly SLCCToday email message.

Grant Administration Online Training Series Course Administrator: Bryan Fox, Grant Technology Officer A fully-online, self-paced, open access course comprised of grant administration modules. Designed for all leadership, faculty and staff involved with any type of grants at SLCC. The first three modules listed below must be taken in order. • Introduction to Grants and the Office of Sponsored Projects: Explains the basic framework used to administer sponsored project activity at SLCC. It explains how sponsored projects are managed at the College and why systems of oversight are necessary. By the end of this module, you will be able to explain the stages of the grant lifecycle and tasks within each stage, identify the tools used during each stage of the grant lifecycle, and describe the role of key players in each stage of the grant lifecycle • Regulations for Sponsored Projects: Explains how to find and gain knowledge of the major regulations governing public grants with focus on compliance with sponsor rules, SLCC policies and the federal Office of Management & Budget Uniform Guidance. This module is meant to be an introduction to grant regulations. 27

Faculty Development Catalog 2017–2018

OTHER DEVELOPMENT AND TRAINING PROVIDERS University of Utah Educational Leadership and Policy Certificates This year, SLCC is partnering with the University of Utah Educational Leadership and Policy Program to offer Certificates in Community College Teaching and Leadership. Full-time faculty can take advantage of the $2,000 tuition reimbursement program to help defray the costs of the certificate. Jason Pickavance, 801-957-3832 jason.pickavance@slcc.edu

Magna Publications Online Seminars Magna and Mentor Commons Magna Commons is a library of professional development online seminars for faculty and administrators. Salt Lake Community College has unlimited on-demand/online access to two Magna Publications Digital Libraries: Magna Commons and 20-Minute Mentor Commons. These programs feature leading educators and consultants who deliver thoughtprovoking and content-rich presentations. Activate your Magna and Mentor Commons subscription: • Sign up by going to www.magnapubs.com/sitelicense/ registration.html?v=slcc918

Additional technology trainings are also available through UEN. Contact the office of Faculty Development to schedule these trainings.

Formative Assessments Using Digital Online Tools UEN Trainer Effective formative assessment transforms the teaching and learning experience and dramatically improves student learning outcomes. This workshop focuses on why formative assessment is important and how to use it in the classroom with free digital online tools to assess students’ learning. Bring your own device.

Learning through Virtual Reality Experiences UEN Trainer This workshop explores the impact of virtual reality (VR) on the college classroom. Why is VR useful for education? How does VR change the student’s learning experience? What are the VR Trends? What VR resources such as apps, tools, etc., are available? Bring your own device.

Teaching and Learning in the Cloud UEN Trainer

• In the Authorization Code box, enter our group Authorization Code SLCC424UT and click Submit

This workshop helps educators integrate mobile devices and cloud tools into a project-based educational framework. Participants gain experience using mobile devices, testing applications for educational use and exploring strategies for teaching with this technology. Bring your own device.

• See My Online Access in the upper right corner of the screen

Using Social Media to Enhance Learning

• Enter information in each of the required fields

Magna Commons—60 minute videos Mentor Commons—20 minute videos

Utah Education Network (UEN) Workshops

UEN Trainer This workshop helps teachers tap the educational potential of social media tools for the classroom. Participants will learn how tools like Twitter, Pinterest, Google +, Facebook and more can be incorporated into the classroom. Along the way, participants will explore strategies for using social media tools to challenge and engage students. Bring your own device.

Faculty Development and Training Opportunities

GRANTS, AWARDS & RECOGNITIONS

Faculty Development Catalog 2017–2018

GRANTS Faculty Development and the Office of Sponsored Projects: Fellows, Stipends, and Grants This year, Faculty Development and the Office of Sponsored Projects are partnering in an effort to more effectively engage individual faculty in grant and research work. We are offering faculty fellowships, grant development scholars, and department research block grants. For questions contact jason.pickavance@slcc.edu or nicole.omer@slcc.edu

Faculty Fellows Faculty fellows propose a project designed to assess some element of their teaching or course design with the goal of better understanding how they can support student success. The project must be situated within existing scholarship in teaching and learning, and be linked to College goals and priorities. The faculty member designs the experiment and conducts the research, gathering data with the help of Institutional Research or other entities. Reports on results are due in the summer. Faculty are encouraged to translate their reports into conference presentations, papers, or external grant proposals. Several tracks may be offered, emphasizing specific outcomes or different areas of research or development. A call for proposals will go out in the fall with an application due date soon after. Fellows are awarded stipends of up to $2,000.

Grant Development Scholars The Office of Sponsored Projects is soliciting candidates to develop grant applications for submission to a federal or state agency. Projects must be innovative and support College goals and priorities. The accepted candidates will form a cohort that will attend trainings and receive coaching as a group and individually. The stipend will be conditional upon development and submission of a competitive proposal. The size of the stipend will depend on the size and scope of the proposal. A call for proposals will be released in the Fall and applications will be due soon after. The process is estimated to last six months to one year, depending on the grant submission deadline.

Department Research Block Grants Members from individual or multiple departments or divisions will conduct research projects to promote and coordinate scholarship at the College. Grants will fund personnel time, supplies, and other items necessary to complete the project. The Office of Sponsored Projects is soliciting projects that will prepare for or result in a grant application to a government agency. Projects may be tied to other initiatives at the College.

Equity, Diversity and Inclusion Grant The Special Assistant to the President seeks to leverage faculty, staff and student-driven innovation to improve the recruitment and retention efforts of diverse faculty, staff and students. Known as the Equity, Diversity and Inclusion Grant (EDI), this initiative will challenge faculty, staff and students to conceive and implement projects that advance campus diversity. Beginning September 4, 2017, the Special Assistant to the President will be soliciting proposals from faculty, staff and student organizations for the implementation of diversity and inclusion initiatives and projects that impact underrepresented/underserved communities. The maximum of each awarded grant is $2,000. Faculty, staff and student organizations are encouraged to submit proposals that are innovative, impactful and move the needle on diversity for underrepresented/underserved populations. Proposals for projects or research in one or more of the following target areas are encouraged: • Measurable, meaningful increases in the number of underrepresented faculty, staff and students on campus. • Create a welcoming and inclusive campus environment where differences are respected and valued, and opportunities for success are supported for all students, staff and faculty. • Enhancing competency within our community. Prioritizing the use of resources both to raise awareness of how others may perceive the campus climate and to take steps to improve it. Grant proposals will be accepted starting on September 4, 2017, and are due October 6, 2017.

Faculty Development Grants,and Awards Training andOpportunities Recognitions

Community Engagement Grants The Faculty and Staff Community Engagement Award provides one-time funding of between $250 and $20,000 in support of initiatives that advance SLCCâ&#x20AC;&#x2122;s values of community and collaboration. The award is open to all full-time faculty and staff. Funds are intended to support new initiatives or innovations to existing programs that significantly increase community engagement. The goal of the grant is to identify and build new reciprocal partnerships or deepen existing mutually beneficial relationships between the College (institutional, faculty, staff and/or students) and our community. Requests for funding of $2,000 or less may be submitted at any time during the fiscal year. Requests for funding greater than $2,000 must be submitted by deadlines listed on the Community Relations Community Engagement Award webpage. Applicants are encouraged to attend an informational session, offered periodically throughout the year, or contact Jennifer Seltzer Stitt to receive feedback on applications prior to submission. For additional information and deadlines, please visit: www.slcc.edu/governmentrelations/community/community-engagement.aspx

Service-Learning Grant & Designation (SLG&D) Program Service-learning pedagogy utilizes community and civic engagement as a strategy to experientially teach course content. It can be used in any discipline. Service-learning is a High-Impact Practice that positively influences student retention and engagement. Funding is available to faculty who would like to designate their class with service-learning for the first time and existing faculty who want to revamp their designated course. The SLG&D program is open to full-time and adjunct faculty members in all departments/programs including applied technical specialties. Funding is also available to support engaged departments (i.e. the unit as a whole shares a common commitment to community engagement and public scholarship). â&#x20AC;˘ Deadline: rolling deadlines fall and spring semesters â&#x20AC;˘ Amount: $500-$5,000 Contact: Lucy Smith, 801-957-4688 or lucy.smith@slcc.edu or visit: slcc/edu/service-learning.index

Faculty Development Catalog 2017–2018

AWARDS AND RECOGNITIONS Distinguished Faculty Lecturer Each year, the College selects a distinguished faculty lecturer to present in the spring on an area of scholarly inquiry. The position includes a budget and one course release. This year’s distinguished faculty lecturer is Dr. Lon Schiffbauer, Assistant Professor in the School of Business. The title of his talk is “Ditch the 20-Page Syllabus and Dusty Old Textbooks: Rethinking How We Teach Gen Z College Students.” For questions on how to apply for the Distinguished Faculty Lecture contact david.hubert@slcc.edu

Exemplary Faculty Service Award The Exemplary Faculty Service Award is given to a full-time faculty member who while at Salt Lake Community College, has given outstanding service to the College, the profession and/or the broader communty. Questions? Contact facultydevelopment@slcc.edu

Teaching Excellence Award The Teaching Excellence Award recognizes true excellence in professional education at Salt Lake Community College. The award reflects a cumulative body of teaching excellence rather than just a single year of fine work. Teaching excellence encompasses professionalism both within the classroom and in service to the department, division, College and community.

President’s Inclusivity and Equity Award The President’s Inclusivity and Equity Award has been established to recognize significant achievements of outstanding faculty, staff and students in developing an inclusive and equitable campus community. Please join us in recognizing and awarding members of our SLCC community who have demonstrated Leadership, Achievement and Innovation toward building a more inclusive campus. The nomination process will be announced in the fall and the awards are presented in April at the Multicultural Graduation Celebration, Employee Recognition Day and Faculty Convention.

Faculty Development and Training Opportunities

EVENTS

Faculty Development Catalog 2017–2018

EVENTS Salt Lake Community College and Faculty Development offer a number of large events each year. These events can become meaningful entry points or moments of recognition in one’s professional development journey. They also help us have better collective conversations about our shared priorities and values.

SLCC Events Convocation, August 22, 2017 Each fall, the college community comes together to mark the beginning of a new academic year. We review our work, meet colleagues and have the opportunity to set goals as we begin the fall semester.

Fall Adjunct Faculty Orientation, August 22, 2017 Prior to the start of each semester, the office of Faculty Development sponsors a New Adjunct Faculty Orientation. This event covers the SLCC mission, vision and values, what it means to teach at a community college, and an introduction to the Office of the Registrar, ePortfolio and Canvas. Please let the office of Faculty Development know if you have a new adjunct faculty member you would like to invite.

Day of Service, September 8, 2017 Join us as we kick off our SLCC campus Civic Action Plan! In March 2016, college and university presidents across the country signed the Campus Compact statement of Presidents and Chancellors which reads in part, “We prepare our students for lives of engaged citizenship, with the motivation and capacity to deliberate, act and lead in pursuit of the public good.” On September 8, 2017, SLCC will celebrate our work to date by hearing from President Huftalin and participating in a day of service. Serve with SLCC! Contact the Thayne Center for Service & Learning or the Service-Learning Program for questions.

CALM 1st Generation, October 5-6, 2017 For first-time participants. The CALM retreats are held each fall and spring at Silver Fork Lodge in Big Cottonwood Canyon or at other off-campus venues. They provide participants with the opportunity to slow down, unplug and reflect on their life and their impact at SLCC. To apply for CALM events contact nate.thomas@slcc.edu For more about CALM: faculty.slcc.edu/facultydevelopment/touchstone.aspx

Transparency in Teaching: The Unwritten Rules of College: Creating Transparent Assignments that Increase Underserved College Students’ Success Date and time to be announced.

The Transparency in Learning and Teaching in Higher Education project (TILT Higher Ed) is an award-winning national educational development and research project that helps faculty implement a transparent teaching framework that promotes college students’ success. In this workshop, we’ll review the findings as well as educational research behind the concept of transparent teaching and learning. Then we’ll apply that research to the design of our own class activities and assignments. Participants will leave with a draft assignment or activity for one of their courses and a concise set of strategies for designing transparent assignments that promote students’ learning equitably.

CALM 2nd Generation, October 26-27, 2017 For anyone who has ever attended a CALM retreat. The CALM retreats are held each fall and spring at Silver Fork Lodge in Big Cottonwood Canyon or at other off-campus venues. They provide participants with the opportunity to slow down, unplug and reflect on their life and their impact at SLCC. To apply for CALM events contact nate.thomas@slcc.edu For more about CALM: faculty.slcc.edu/facultydevelopment/touchstone.aspx

Tanner Forum on Social Ethics, November 8, 2017 This year’s Tanner speaker is NPR’s Mara Liasson. Mara Liasson is the national political correspondent for NPR. Her reports can be heard regularly on NPR’s award-winning newsmagazines All Things Considered and Morning Edition. Liasson provides extensive coverage of politics and policy from Washington, DC — focusing on the White House and Congress—and also reports on political trends beyond the Beltway.

Spring Adjunct Faculty Orientation, January 3, 2018 Each fall and spring semester, the office of Faculty Development offers an orientation for new faculty. Orientation will cover the basics of navigating SLCC and will also include discussion of what it means to teach at the community college, and an introduction to the Office of the Registrar, ePortfolio, and Canvas. Please let the office of Faculty Development know if you have a new adjunct faculty member you would like to invite.

SLCC 360o, February 2, 2018 SLCC 360° is college-wide event and comprehensive review of our collective work. The entire college community comes together to celebrate successes, review challenges and actively align our daily work to the college’s big strategic goals. This is a day for everyone to connect more deeply to college strategy and contribute to our future plans. 34

Faculty Development and Training Opportunities Events

Utah OER Conference, Feb 23, 2018, Miller Conference Center Open Utah will be a conference dedicated to exploring the development, implementation and research of OER in Utah Higher Education. The conference is a partnership between USHE, Salt Lake Community College, Utah State University and Utah Valley University. Keynote speaker: Dr. Robin DeRosa, Director of Interdisciplinary Studies at Plymouth State University.

Energizing the College Classroom with the Science of Emotion, March 8, 2018 Dr. Sarah Rose Cavanagh, author of The Spark of Learning: Energizing the College Classroom with the Science of Emotion, will lead a morning and afternoon workshop dedicated to exploring techniques covered in her book.

CALM 1st Generation, April 12-13, 2018 For first time participants. The CALM retreats are held each fall and spring at Silver Fork Lodge in Big Cottonwood Canyon or at other off-campus venues. They provide participants with the opportunity to slow down, unplug, and reflect on their life and their impact at SLCC. To apply for CALM events contact nate.thomas@slcc.edu

Faculty Convention, April 13, 2018 Faculty Convention is held at the end of every academic year. We celebrate faculty achievement and may invite a speaker to provoke, inspire and entertain. The Spring 2017 Faculty Convention will be held April 13. Plan to join us and celebrate our academic accomplishments.

Distinguished Faculty Lecture, April 19, 2018 This year’s distinguished faculty lecturer is Dr. Lon Schiffbauer in the School of Business. The title of his talk is “Ditch the 20-Page Syllabus and Dusty Old Textbooks: Rethinking How We Teach Gen Z College Students.”

Employee Recognition, April 20, 2018 SLCC’s Employee Recognition Celebration is a great way to honor the accomplishments and contributions of the people we work with every day. Both full-time and part-time faculty and staff are invited to attend.

CALM 3rd Generation, April 20-21, 2018 This CALM retreat is an overnight (Friday/Saturday) retreat for multi-retreat participants who would like the opportunity to go deeper into the work.

For more about CALM: faculty.slcc.edu/facultydevelopment/touchstone.aspx 35

Faculty Development Catalog 2017–2018

SLCC Speaker Series Bruin Voices The Bruin Voices schedule is listed above in the Equity, Diversity and Inclusivity track.

Diversity Exploration and Inclusion Series The purpose of the Diversity Exploration and Inclusion Series is to foster diversity, social justice and inclusion awareness among students, staff and faculty at Salt Lake Community College. This year’s focus is faith, religion and spirituality, and each part of the series will provide opportunities for introspection, growth and understanding. Vital to the mission of the College, this series helps harbor an understanding, respect and celebration of diversity, empowering students to remain active and engaged at SLCC.

October 25 – Intersections of faith and sexuality/ gender identity (panel and workshop) Are religion and the LGBTQ+ community at war? Join us as we sit at the feet of individuals who live at the unique – and often seemingly opposed – intersection of being LGBTQ+ and a person of faith. Following the panel, a Circles of Empathy workshop examining this intersection of identities will allow participants to process their own views and experiences with this sensitive topic.

November 21 – Role of religion in social justice movements (lecture) Does religion belong in social justice? Dr. Simran Jeet Singh, a religion professor at Trinity University and Sikh activist, will address the roles and relationship between religion and social justice in this captivating lecture you won’t want to miss.

February 15 – Religious pluralism (lecture and workshop) Faith, religion, spirituality – or lack thereof – can be a difficult topic to address at family reunions or at work. Hear from the professionals on how to build interfaith relations and become an advocate for religious and spiritual pluralism in this lecture/workshop combo.

March 27 – Diversity Dinner Dive into crucial and courageous conversation surrounding faith, religion and spirituality over a delicious free dinner with other SLCC students, faculty and staff.

Profiles in Leadership Profiles in Leadership is a lecture series that provides SLCC students, staff and faculty the special opportunity to engage with and listen to community leaders as they share their “leadership story.” Speakers are brought in from all walks of life. Former speakers include: pianist Paul Cardall; businesswoman Gail Miller; Utah State Senator Luz Escamilla; businessman Clay Olsen; Salt Lake City Mayor Jackie Biskupski. Providing the SLCC community with the opportunity to rub shoulders with these great local leaders instills a hope and drive to achieve their long-term education and career goals.

September 20 Davis Smith, CEO and Founder of Cotopaxi October 17 Presenter to be announced February 1 Presenter to be announced March 14 Presenter to be announced

Faculty Development and Training Opportunities Events

Local Conference Opportunities National Association of Multicultural Education (NAME) Conference November 1-5, 2017 Salt Lake City, Utah Hilton Salt Lake City NAME is a non-profit organization that advances and advocates for equity and social justice through multicultural education. It seeks to provide opportunities for learning in order to advance multicultural education, equity and social justice. NAME proactively reframes public debate and impacts current and emerging policies in ways that advance social, political, economic and educational equity through advocacy, position papers, policy statements and other strategies. The founders of NAME envisioned an organization that would bring together individuals and groups with an interest in multicultural education from all levels of education, different academic disciplines and from diverse educational institutions and occupations. This year’s conference theme is Reimagining Multicultural Education in Changing Times. For more information go to nameorg.org.

What is an Educated Person Conference? November 2-3, 2017 The What is an Educated Person Conference is a unique event in American higher education. Every year for more than 20 years, faculty and administrators from all of Utah’s public colleges and universities get together to talk about issues surrounding general education. Originally motivated by the question, “What is an Educated Person?”, over the years the conference has focused on topics such as integration in general education, assessment of learning outcomes and high-impact educational practices. This year’s conference focuses on integrated approaches to General Education. The conference keynote is speaker Paul Hanstedt, Professor of English, Roanoke College, author of General Education Essentials.

Gender Revolution November 11, 2017 The purpose of the Gender Revolution is to foster community building among trans* folk and allies alike, to help create a strong and safe space to push gender boundaries in the Salt Lake City area; to educate employees, cisgender/ non-trans* folk, trans* folk, health and mental care providers, and allies about the myths and realities of gender; and to celebrate trans* identities in an inclusive, healthy and positive way. Go to genderevolution.org for more details.

Intermountain Teaching and Learning Conference March 15-16, 2018 Henderson, NV The Intermountain Consortium for Faculty Development (ICFD) is a collaboration of faculty developers, instructional designers, faculty members and administrators dedicated to enhancing teaching and learning in higher education across the region. Its members share research, theory and best practices that lead to optimal learning. ICFD seeks to demonstrate the value of educational development among institutions of higher learning in the Intermountain West.

Utah Coalition of Educational Technology (UCET) Conference March 22-23, 2018 The UCET Conference provides many hands-on breakout sessions on ways to utilize technology in teaching and learning and is perfect for educators of every grade level or subject area who are interested in technology integration. Last year, more than 1,300 educators attended the conference to participate, present and lead activities.

Utah Women in Higher Education Network (UWHEN) Annual Leadership Conference April 6, 2018 This year, SLCC will host the Utah Women in Higher Education Leadership Conference at our South City Campus on April 6, 2018. Join your colleagues from our partner institutions in Utah to network and share leadership best practices. The Utah Women in Higher Education Network (UWHEN) is part of a national group of networks that carry on the work of the ACE Women’s Network at the American Council on Education (ACE). The SLCC Chapter of UWHEN, which began in the winter of 2015-16, was started to create an environment of collective empowerment for all women working in higher education at Salt Lake Community College and partnering institutions. The SLCC Chapter invites women of all backgrounds to engage professional development, networking, mentoring, discussion and action on topics that are important to its members and provides opportunities to develop leadership skills and abilities. The SLCC Chapter has also been charged by President Deneece Huftalin to create opportunities for professional development for women from all levels of employment or leadership. The annual UWHEN Leadership Conference is an opportunity for Utah women in higher education to engage in discussions about leadership, growth and professional development. Contact: Maura Hahnenberger, Assistant Professor, Geoscience and UWHEN Chapter President, maura. hahnenberger@slcc.edu

AA/EO Institution â&#x20AC;˘ Rev. 8.29.17. If you need ADA accommodations, please contact the Disability Resource Center at 801-957-4659.